Adventure Education Curriculum and Activity

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Bradford Woods

Adventure Education

Curriculum & Activity Guide:

6th-12th grades

Our Partners and Accreditations:

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Dear Educator, The Bradford Woods Curriculum and Activity Guide is designed to show State and National standards that are met while engaging in an Adventure Educa-tion Program. The actual benefits from the program, both tangible and not, far exceed those stated in the standards. This includes:

Time spent in a new environment Interaction with the natural world A chance to create new class bonds Increase class/school cooperation A greater self awareness

Activities and concepts which occur during your program at Bradford Woods can be taken back to school and expanded upon. Further standards can be achieved through classroom work around the experience. Bradford Woods staff are trained to involve the students in the learning proc-ess. This has led to a very successful adventure education experience for school students that have visited our 2,500 acres in hilly, south central Indi-ana. Every attempt has been made to properly cite the resources used to produce the activities and background information henceforth. But as is often the case when so many people have worked on a piece as large as this, some credit has been lost. To all the people who have contributed to this compilation di-rectly or indirectly, thank you.

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History and Background of Adventure Education 6

Low Challenge 9

High Challenge 17

Table of Contents

YOUTH PROGRAMS: We work with a variety of youth programs including Middle School (6-8) and Secon-dary Education (9-12). We serve sports teams, individual classrooms, entire class groups, and therapeutic programs. Youth programs we have done in the last year in-clude: Southside Elementary, Hauser Jr. High, Highland Park Elementary, Plainfield High School, North Central High School, Cathedral High School, Kentucky Country Day School, Batesville High School, National Guard Youth Camp, Morgan County Prime Time, Canterbury High School, Capture the Crown, Morgan County Corrections, Rotary Youth Leadership Awards RYLA, Jennings County Youth Leadership Program, and more.

Adventure Education Program Options: ½ day (4 hours or less) (min 10 people) Fully programmed objective-driven session includes ground based initiatives and low challenge activities. Full Day (8 hours or less) (min 10 people) Fully programmed objective-driven session includes ground based initiatives, low challenge course and either more intense low challenge, high challenge or raft-building (available June-September). 2 Day Program (1 night lodging and 3 bronze meals) (min 10 people) Fully programmed objective-driven session Includes ground based initiatives, low challenge course and two events.

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What is Adventure Education?

Adventure education uses unique situations and purposeful activities to provide an environment for learn-ing. Specific activity sequences and program outlines are created based on the group's desired outcomes described in a group profile form. Our goal at Bradford Woods is to create a safe simulated environment where learning may transfer directly to the school, community, home, or workplace.

Challenge-by-Choice

A paramount principle for all activities at Bradford Woods is Challenge by Choice©. This term originated with Project Adventure and has since become almost universally adopted by the Challenge Course industry. It means that we as facilitators OFFER both physical and psycho-logical challenges to individual participants but THEY CHOOSE their level of engagement in the particular challenge. Our challenge courses and activities are designed to offer differing levels of challenge to participants. We operate inclusive programs meaning anyone of any ability is able to join.

Adventure Education Theory and

Back ground

History of Adventure Education Adventure Education was born out of the concept that play can be purposeful. Through natural forms of recreation and leisure one can attain personal growth. As this form of education evolved, it became more defined. Outward Bound used the natural environment for youth development programs back in the 1940s that included such things as orienteering, expeditions, service, and simulated activities. In fact, it has been said that the concept of “ropes” courses actually started on sailing ships! The disequilibrium cre-ated by “looking risk in the face” produced a perfect platform for introducing leadership and life skills. Pro-ject Adventure brought simulated activities into the classroom in the 1970s and then transferred learning into other areas of life. The concept of transfer of learning is the single-most important purpose of adven-ture education: taking what is learned in a simulated environment and transferring it back to the school, home, field, court, dormitory, office, etc. Bradford Woods began using challenge courses (or ropes courses) in the early 1980s during summer camp and then to compliment environmental education pro-grams. Soon after, it began building into a separate program area.

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History Time line 5th Century BC— Greek Philosophers: Plato & Aristotle

Understood importance of adventure, recreation, leisure and play 3 elements of play Leisure and recreation is the way to personal growth and attainment of the good life

Late 1800s-early 1900s—Philosophers: John Dewey& William James

True behaviors surface during adversity (speech given in 1907:The Moral Equivalence of War) Freedom to develop naturally, interest is motive of all work (Dewey) Making the outdoors the classroom for outdoor activities (Dewey)

1920—Kurt Hahn

Founded coeducational, residential school in Germany Focused on respect, social justice, service in community, and equality Closed by Nazi’s and Hahn imprisoned Released to United Kingdom Asked to find reasoning in decline of youthful sailor’s attitudes and ability to survive as an effective sailor

1941—Outward Bound

Intended to provide experiences through adventure to turn attitudes around OB Wales Program for youth Participants sponsored by shipping companies, police and fire departments, local governments, and schools 30 day courses Orienteering, search and rescue, athletics, sailing, mountain and ocean expeditions, service to community, and

obstacle courses designed to simulate tasks and risks on a sailing vessel Predecessor of modern challenge courses and high elements

1962—First OB America founded in Marble, Colorado 1965— National Outdoor Leadership School (NOLS) founded

Petzoldt Train Outdoor Leaders Standards, certifications

1971—Project Adventure (PA), Jerry Pieh Adventure in Classroom

Key component: Transfer Lessons learned in cooperation and problem solving during P.E. classes Directly used and applied in school projects

1976—Association for Experiential Education (AEE) Conferences, workshops, publications Accreditation Resource for the outdoor professional Appalachian State University

1977—Wilderness Education Association (WEA) Membership based on colleges and universities departments “Wilderness Preservation Through Education” Western Illinois University

1982 – Bradford Woods Summer programming and outdoor education utilizing challenge courses Challenge course training begins outside of outdoor education programs

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How is this experience useful? Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand. – Chinese Proverb

The adventure experience is an opportunity for a facilitator to guide participants through a learning proc-ess. It should not be assumed that all participants come bearing problems but hopefully all come focused on the opportunity for learning and discovery. The style in which this process is facilitated will have a di-rect affect on participants’ ability to make cognitive connections from their simulated activities and everyday life. Hence the facilitation and debriefing process becomes critical to high impact learning and oppor-tunity for change.

Below is a model of the ‘Experiential Learning Cycle’. The experience of the individual within the group, is reflected upon through debrief. It can then be generalized to cover other life events and through this knowl-edge is transferred.

Programs in a natural environment involving the use of ad-venture as education and therapy are becoming more and more popular. Although risk is a fundamental component of outdoor adventure, it is not the final purpose, the ultimate goal. Risk is an instrument, a central metaphor and a meth-odology (Prouty, 1997) for the personal growth (Smith, 1986) that adventure produces.

The Peak Adventure Model shows the balance between the perceived risk and reward of adventure activities. The ac-tual risk during activities is extremely low, especially during high elements.

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Concepts: A team includes different people and roles. Working together is more effective then alone. Effective team work uses various skills

Low Challenge

Objectives: √ Students will work together to

accomplish goals. √ Students will identify team skills

used during the success. √ Students will solve problems as

part of a group. √ Students will positively chal-

lenge themselves and the team. √ Students will experience differ-

ent roles within a team. Equipment: Close toed shoes must be worn at all times. Note to Teacher: Programs are tailored to suite each groups objectives and goals. The program will start with warm-up activities and ground initiatives be-fore proceeding to low challenge. A lot of the purpose comes from debriefing activities rather then the activity itself. The number of elements used will depend upon the time frame, ability of group, and the facilitator.

Time: 2–6 Hours

Activities in lesson may include: All Aboard Blind Maze Horizontal Web Islands Meuse Mohawk Walk Nitro Crossing Porthole Squeeze Box Spiders Web T.P Shuffle Traffic Jam Trust Platform The Wall Wild Woozy Whale Watch Zig-Zag

Vocabulary

Spotting commands– To ensure all involved participants are safe and ready to proceed. Climber/Faller: “Spotters ready?” Spotters/Catchers: “Spotters ready.” Climber/Faller: “Climbing?”/“Falling?” Spotters/Catchers: “Climb On [insert name]!”/“Fall On [insert name]!” Processing- The conceptualization of activities, to meet goals, through discussion and other debrief activi-ties.

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All Aboard Possible Outcomes: Break group boundaries, Trust, Group Problem solve.

Equipment: A wooden platform, typically 2’x2’ and 4” – 8” in height.

Task: Balance on the platform for a designated pe-riod of time without piling themselves on top of one another. If any group member makes contact with the ground, the group must step down and start over. Safety: If a participant feels unbalanced, he or she should let go of all other participants and step to the ground. (This is to prevent a participant from pulling people down on top of himself/herself.) At no time are participants allowed to put people on their backs or shoulders. Spot as necessary. Variation: Use a tarp instead of a platform—gradually fold the tarp to make a smaller balancing surface.

Blind Maze Possible Outcomes: Depending on others, asking for help.

Equipment: A series of ropes anchored around trees and other ropes. The maze has no beginning or end. Task: Find the way out of the maze. Participants are delivered into the maze blindfolded. They are told to find their way out while holding onto a rope and that if they need help along the way to stop, raise their hand, and say “I need help.” When a participant does this the facilitator quietly tells the participant he or she has discovered the way out, he or she may remove his blindfold and watch the rest of the group. Safety: Participants must hold onto a rope at all times. They must also be aware that ropes are at-tached to trees and other group members are also in the maze. Variation: Place 3-5 objects in and around the maze within reach of a rope. While blindfolded have partici-pants search for the objects.

Horizontal Web Possible Outcomes: Problem Solve, Communication Equipment: A web made of rope and shock cord sus-pended between 6 posts and height adjustable. Task: Pass all group members over web either all from one side to the other or starting on opposite sides and switching places. Typically, the group is not allowed to touch the web. Safety: Participants provide spotting support as nec-essary while going through the horizontal web. Care should be taken when lifting participants through the web. It is recommended that two people assist in any lifting while using a HAND-SLING TECHNIQUE. At no time, should participants be carried on backs or shoul-ders. Active spotting should continue until the partici-pant is safely on the ground. Variation: Hidden Passage—group must travel through the holes in a specific sequence. The se-quence is to be discovered as they travel through the web.

Islands Possible Outcomes: Problem Solve, Decision Mak-ing, Leadership

Equipment: A series of three platforms and two 2x6s boards of different lengths. Task: Manipulate the boards to create a “bridge” to enable the group to move from platform to platform. Safety: Participants should use caution to move 2x6s. The boards may be especially slippery if wet. These boards should be lower than participant’s heads when moving. Participants may not jump from platform to platform. Spot as necessary.

Low Challenge

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Meuse Possible Outcomes: Problem Solve, Communication

Equipment: A series of stumps sunk into the ground and 2x6s of various lengths.

Task: Navigate across the stumps from one side to the other without touching the ground. Safety: If a participant feels unbalanced, he or she should let go of all other participants and step to the ground (This is to prevent a participant from pulling people down on top of himself/herself). Participants should use caution to move the 2x6s. These boards should be lower than participants’ heads when mov-ing. Spot as necessary. Variation: Place participants on stumps at the start. Have the rest of the group retrieve the participants from the stumps.

Mohawk Walk Possible Outcomes: Team Support, Trust, Reliance Equipment: A series of cables strung between six trees used for traversing. Three hand lines are avail-able and adjustable for extra support. Task: Traverse the lengths of cables without falling or stepping off. Safety: If a participant feels unbalanced, he or she should let go of all other participants and step to the ground (This is to prevent a participant from pulling people down on top of himself/herself). Spot as nec-essary. Variation: Placement and use of hand lines. Use the whole sequence or isolated cable.

Nitro Crossing Possible Outcomes: Decision Making Equipment: A rope swing suspended from a cable between two trees or poles. Task: Cross over using the rope swing to move across designated area without touching the ground. Safety: Take careful consideration into the method of retrieving the rope and the effects it may have on others. Participants may not throw rocks. Spot as necessary. Variation: Place objects in the swinging area that need to be retrieved and brought back or carried over to the rest of the group. A platform (or hula hoops) can be placed on the other side and the group must all land and balance on it.

Porthole Possible Outcomes: Trust. Equipment: A height-adjustable, flexible ring sus-pended by rope between two trees. Task: Pass all group members through without touching the ring. Safety: Participants may not dive through the ring. SPOTTING COMMANDS and ZIPPER SPOTTING FORMATION should be utilized.

Spider’s Web Possible Outcomes: Trust, Accountability, Plan Devel-opment. Equipment: A web made of rope and shock cord sus-pended between two trees or poles. Task: Pass all group members through the web ei-ther all from one side to the other or starting on op-posite sides and switching places. Typically, the group is not allowed to touch the web and all partici-pants step through or are passed through different holes. Safety: Participants use SPOTTING COMMANDS and ZIP-PER SPOTTING FORMATION to pass each other through the web. Participants should be passed through the web face up and their head should remain above their feet. Specific attention Variation: Instead of passing people through the web, pass a rope through all of the holes snake style (head to tail). All group members must remain in contact with the rope for the duration.

Squeeze Box Possible Outcomes: Problem Solve, Group Comfort. Equipment: A wooden “box” with walls approximately 3 feet high. An additional wall adjusts on the inside to make the box one of 3 sizes. Task: Get inside the Squeeze Box with no body parts outside. Safety: Participants must spot each other as they get in and out of the box. Participants are not allowed to stand on top of the box. At no time are participants allowed to put people on their backs or shoulders. Variation: Additional rules could include not being able to touch any of the walls or only being able to touch the interior surface of the walls.

Low Challenge

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T.P. Shuffle Possible Outcomes: Line of communication, Team Support. Equipment: A long wood beam or pole positioned directly on/close to the ground. Task: Participants stand on the wood beam or pole and rearrange into a particular order without touch-ing the ground. Safety: If a participant feels unbalanced, the partici-pant should let go of all other participants and step to the ground. (This is to prevent a participant from pulling people down on top of himself/herself.) Par-ticipants should not jump or run on the beam. Par-ticipants should be careful not to step on others’ hands. Spot as necessary. Variation: Provide “step off” points.

Traffic Jam Possible Outcomes: Problem Solve, Line of communi-cation, decision making. Equipment: A series of spot markers placed on the ground in a line. Task: Switch sides with people facing the opposite direction. Each participant must stand on a spot marker, leav-ing a vacant spot in the middle. Everyone stands fac-ing towards the vacant spot. The objective is for each half to travel to the other side adhering to the follow-ing rules: There are only two legal moves. Move 1: A participant may move forward into a va-cant space. Move 2: A participant may only move around some-one facing him or her. Only one person can be stepped around. Only one person can be on a marker at a time. Only forward movements are allowed (no stepping backwards). Once a participant has started a move it must be completed. If at any point the group gets into a “traffic jam” eve-ryone needs to return to their original spot and begin again. Variation: Place markers close together and do not allow the group to step on the ground to pass each other.

Trust Platform Possible Outcomes: Trust Equipment: An elevated platform with steps approxi-mately waist high. Task: One participant at a time falls from the plat-form and is caught by the rest of the group. Spotters should be in ZIPPER SPOTTING FORMATION. Spotters should be ready before participant is on platform. Participant stands in FALLING POSITION, initiates SPOT-TING COMMANDS and then falls backwards into waiting arms of spotters. Spotters put the participant’s feet on the ground and ensure he or she is steady on their feet. Safety: Participants should remove brimmed hats, watches, and larger rings. Minimum group size is 9. (8 total spotters and 1 “faller”). Faller should be spotted at all times. Caution spotters to keep heads back away from the faller.

The Wall Possible Outcomes: Achievement, planning. Equipment: An 8’ –12’ wall with a platform on the back side and built in ladder. Task: Participants attempt to get group members “up and over” the wall using themselves as their only resource. Safety: Participants use SPOTTING COMMANDS and safe LIFTING TECHNIQUES to get people over the wall. Only two participants are allowed on the platform at a time (once a third participant climbs over the wall, another climbs down the ladder). Two spotters must spot participant down-climbing the ladder. People on the platform must keep both feet on the platform and keep their heads above their feet. Only one ac-tion is allowed at a time (either one climber going up or one climber coming down).

Low Challenge

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Wild Woozy Possible Outcomes: Commitment, Reliance. Equipment: Two diverging cables approximately 2’ above the ground. Task: One participant stands on each cable, together they attempt to balance themselves and traverse as far as possible out along the cables without touching the ground. Safety: Participants should not interlock fingers. Palm to palm or palm to shoulder are acceptable. Participants use SPOTTING COMMANDS. Each participant on a cable must have a spotter on the outside of the cables. As participants traverse, spotters must be

added between cables in ZIPPER SPOTTING FORMA-

TION. If a participant feels unbalanced, he or she should let go of all other participants and step to the ground. (This is to prevent a participant from pulling people down on top of himself/herself.) Variation: Participants practice with their partner on the ground before they step onto the cables.

Whale Watch Possible Outcomes: Accountability, Problem Solve, individuals effect. Equipment: A giant teeter totter (12’ x 6’ deck) that rests on a fulcrum. (The 6”x6”board must be re-moved from underneath so the deck can teeter.) Task: Balance the deck in a certain manner with all participants on board and without letting the deck touch the ground. Safety: Caution participants that one side of the plat-form may quickly drop to the ground if the other side becomes unbalanced. Participants should enter and exit from a designated place so toes are not crushed when the deck teeters. Avoid unplanned sudden moves. Variation: Whale watch story line: The group has de-cided to travel to New England to go on a whale watch. All must board and move on the ship carefully so it does not sink. In order to keep the boat afloat participants must spread evenly across the whole ship. There was a sighting of whales from the stern of the ship but only half the group could see them. Participants carefully switch places on the ship so all can catch a glimpse of the whales. Once all have seen the whale the ship returns to its harbor.

Zigzag Possible Outcomes: Trust, Support. Equipment: A series of five posts and three 2x6s of differing lengths. Task: Navigate across the posts using the 2x6s and without touching the ground. Safety: Boards must be secured in slots on posts to be stepped on. If a participant feels unbalanced, he or she should let go of all other participants and step to the ground. (This is to prevent a participant from pulling people down on top of himself/herself.) Par-ticipants should use caution to move the 2x6s. These boards should be lower than participants’ heads when moving. Spot as necessary. Variation: Switch sides.

Low Challenge

Evaluation: √ Students have achieved goals by working to-

gether. √ Students have identified skills that promote

success. √ Students have solved problems within their

group. Keep in Mind: Our elements are spread around property on three different courses. It therefore may not be possible to do all desired elements. If coming with multiple groups each group may do different elements due to availability, group level and facilitator style/preference. Notes:

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Techniques: SPOTTING POSITION: One foot in front of the other shoulder width apart securely planted on the ground. (If the climber is traversing an element the spotter should move with the climber.) Knees bent slightly. Arms up with elbows bent. Hands in a spoon shape (no forks) positioned to catch the head, neck and shoulders. Eyes on the person being spotted.

ZIPPER SPOTTING FORMATION: Group forms two lines facing each other. Participants extend their arms, elbows bent next to their body with palms up. Participant’s extended arms should alternate (zipper-like) with those of the participants in oppo-sition and continuously down the line. One participant stands at the end of the line and is designated to be responsible for the head, neck and shoulders. FALLING POSITION: Legs straight, feet together. Extend arms, cross wrists, clasp hands (thumbs down) and rotate to rest on upper chest. Hips and knees locked causing the body to be stiff as a board and unable to bend. LIFTING TECHNIQUES: All techniques should utilize an adequate amount of lifters (at least 4 for a team lift) and ensure that the participant’s head remains above his or her feet. basket carry, cheerleader lifts and team lifts are acceptable.

Background

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Standards

7.4.3 Describe and apply an understanding of the concepts of health-related physical fitness to an individual exercise program. Standard 5 7.5.1 Contribute to the development of and adher-

ence to rules that provide for safe participa-tion in physical activities.

7.5.2 Accept responsibilities of being a part of a team and strive to make contributions to-ward team success.

7.5.3 Follow the rules of games and activities to ensure a safe environment for participants.

7.5.5 Adapt games to allow the participation of individuals of varying abilities.

7.5.6 Participate in cooperative games that require a contribution from all team members.

Standard 6 7.6.2 Participate in challenge and adventure activi-ties that require the development strategies and teamwork. 7.6.3 Identify and practice a physical activity/ exercise or movement that is difficult to per form in order to increase skill/fitness level. Grade 8 Physical Education Standard 2 8.2.1 Explore basic physics principles (action-

reaction, trajectory, levers, linear velocity) that are utilized in specific sport activities.

Standard 3 8.3.3 Locate and participate in new activities avail able in the community. 8.3.4 Choose activities based upon skill level and

individual physical needs. Standard 5 8.5.1 Develop leadership and followership skills and personal choice in physical activity set tings. 8.5.2 Perform safely and follow class rules of con duct and game rules. 8.5.3 Recognize and correct unsafe situations re lated to participation in physical activities. 8.5.4 Demonstrate a positive attitude toward self and peers through physical activity. 8.5.5 Value others during physical activity. 8.5.6 Resolve conflicts and accept decisions or judgments in socially acceptable ways. Standard 6 8.6.2 Engage in challenging new physical activities. 8.6.3 Engage in independent and interactive physi- cal activity.

Grade 6 Physical Education Standard 1 6.1.1 Demonstrate more advanced forms in loco-

motor, nonlocomotor, and manipulative skills. 6.1.2 Demonstrate basic competency in more spe-

cialized movement skills related to specific physical activities.

Standard 2 6.2.1 Identify basic concepts that apply to the

movement and sport skills being practiced. Standard 3 6.3.2 Participate in activities, outside of school, that are health-enhancing and can be con tinued throughout a lifetime. Standard 5 6.5.1 Participate in cooperative activities in a leader- ship or followership role. 6.5.2 Acknowledge and apply rules to game situa- tions to ensure personal and group safety. 6.5.4 Illustrate an appreciation of the accomplish- ments of all group members in group or team physical activities. Standard 6 6.6.1 Engage in physical activities as an opportu nity to socialize with friends and family. 6.6.2 Participate in challenging activities requiring the utilization of newly acquired skills. 6.6.3 Identify the social, emotional, and physical benefits of participation in physical active ties. Grade 7 Physical Education Standard 1 7.1.1 Demonstrate a movement sequence in a

physical activity or game. 7.1.2 Demonstrate more complex combinations of

movement forms in various sport and rhyth-mic activities.

Standard 2 7.2.1 Learn and apply principles necessary for

skilled performance. Standard 3 7.3.2 Select and participate in a new sport or physic

cal activity Standard 4 7.4.2 Demonstrate the importance of all compo nents of physical fitness in achieving a de sired level of health-enhancing physical fit ness.

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Grade 9-12 Physical Education– High School Level 1 Standard 1 9.1.1 Demonstrate activity-specific skills in individ ual, dual, and team physical activities 9.1.3 Model or teach mature motor skills and mov ment patterns to another student. 9.1.4 Perform specific skills at an advanced per-

formance level. Standard 2 9.2.1 Apply previously learned strategies and tac-

tics in the performance of selected physical activities.

Standard 3 9.3.3 Participate in physical activities that contrib-

ute to the improvement of specific health-related physical fitness components (cardio respiratory endurance, muscular strength, muscular endurance, flexibility, and body composition).

Standard 5 9.5.1 Demonstrate safe and appropriate use and

care of equipment and facilities. 9.5.2 Relate the benefits of physical activities to

social and emotional well-being. 9.5.5 Develop strategies for inclusion of all stu-

dents in physical activity. 9.5.6 Apply game rules accurately and fairly during

activity. Standard 6 9.6.1 Identify positive mental and emotional as-

pects of participation in a variety of physical activities.

9.6.2 Express feelings of satisfaction and enjoy-ment as a result of participating in regular physical activity.

9.6.3 Reflect on reasons for choosing to partici-pate in selected physical activities.

Physical Education– High School Level 2 Standard 1 10.1.1 Perform and analyze activity-specific skills in

individual, dual, and team physical activities 10.1.3 Model or teach mature motor skills and

movement patterns to other students. Standard 2 10.2.1 Apply previously learned strategies and tac tics to advanced physical activities. Standard 3 10.3.3 Describe and demonstrate physical activities

that contribute to the improvement of spe-cific fitness components (cardio respiratory endurance, muscular strength, muscular en-durance, flexibility, and body composition).

10.3.4 Participate regularly in lifetime physical ac-tivities (minimum accumulated total of 60 minutes of moderate intensity activity most days of the week) that contribute to im-proved physical fitness and wellness.

Standard 4 10.4.2 Identify and evaluate personal physiological

responses to exercise. Standard 5 10.5.1 Demonstrate safe and appropriate use and

care of equipment and facilities. 10.5.3 Assess the potential physiological risks asso-

ciated with physical activity in various envi-ronments.

10.5.6 Apply game rules accurately and fairly during physical activity.

Standard 6 10.6.1 Promote positive mental and emotional as-

pects of participation in a variety of physical activities. 10.6.2 Appraise feelings of satisfaction and enjoy-

ment as a result of participating in regular physical activity. 10.6.3 Reflect on reasons for choosing to partici-

pate in lifetime physical activities.

Standards

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Objectives: √ Students will use and

understand correct safety equipment.

√ Students will use hand eye coordination to complete a physical task.

√ Students will support other team mates.

√ Students will positively chal-lenge themselves both physi-cally and mentally.

√ Students will participate in physical activity.

√ Students will apply their ex-perience to other life situa-tions

√ Students will spend time out-side in a natural environ-ment.

Equipment: All participants must be wearing close toed shoes Note to Teacher: All students will have a different comfort zone with heights and climbing. Therefore each student will set their own individual goal. Which may not always be the top of a climbing element. All activities listed will not be pro-grammed. This is a list of what we offer. The number of High Ele-ments depends upon the pro-gram contracted.

Concepts: Regular physical activity is part of a healthy life style. Using correct safety equipment is a positive health choice. Learning new skills promotes personal growth.

High Challenge

Belay– It mean ‘to hold fast’ and is the technique used to keep a climber safe. Belay device– A mechanical device used when belaying a climber to increase friction in the rope. Helmet- A hard protective hat worn to protect the head while climbing. Harness- A safety device worn by climbers. It is made from sewn together webbing. Figure eight– A type of knot used to tie into the rope. It

Vocabulary

Time: 2 –3 Hours

Activities in Lesson include:: Ground School Plus one of the following: Pamper Pole* High Woozy* Alpine Tower Swing by choice Climbing Tower Zip Line *- Starred elements can only be done as part of a one day or longer Adven-ture Education program. They are not available for recreation

curves around twice making it into the shape of an 8. Carabiner– Comes from the German word ‘Karabinerhaken’, meaning Karabiner Hook. It is an oblong metal ring with one spring-hinged side that is used for climbing and mountaineering. Rope- Climbing rope is specifi-cally made to withstand the impact made by a person. Rope also has some stretch to soften impacts.

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Alpine Tower The Alpine Tower II Universal Challenge Course represents one of the more unique structures in the adventure education industry. A versatile tool, the Tower is currently being used to provide exceptional programming experiences for a wide variety of par-ticipants. The Alpine Tower is a three sided, 50’ verti-cal climbing structure. This Tower simulates a combi-nation of natural rock climbing paired with a vertical jungle gym. Participants choose their challenge by creating their own route to the top. With many op-tions from low angle telephone poles with climbing holds to cargo nets and rope ladders, also attempt-ing swinging vertical logs or a giant’s ladder, partici-pants can really discover multiple ways to reach their goal. The ability for the Alpine Tower to be used ef-fectively by a wide variety of groups for a wide variety of programmatic outcomes, is well recorded and a testament to the inherent design of the structure. Therefore, the Alpine Tower is a tool that can be used for a variety of programs and outcomes. Staff to participant ratio on the Alpine Tower will be 1:6. (Fischesser AT1-1) It is recommended that a participant be at least 13 years old to complete the Alpine Tower or have ap-propriate maturity level to handle the event and be able to fit properly into Bradford Woods gear. Maximum Participants per group: 30 Swing By Choice The Swing by Choice is a cable swing that is a sup-plemental extension element connected to The Al-pine Tower. The purpose of the Swing by Choice is to provide an exciting, fun element that requires a com-mitment by the participant. The Swing by Choice al-lows participants to choose the height from which they are most comfortable swinging. (Fischesser AT6-1) This element is set up with a haul system that is also participant driven. The participant is safely clipped to the swing cable and attached to a releas-able haul system. As the haul team pulls, the partici-pant is raised up to a max of 30’. At any point the participant may notify the haul team to stop and then the participant may release from the haul sys-tem using a quick release system. This allows the participant to have a giant swinging experience. Maximum Participants per group: 20

Ground School (10 min)

1.Begin by welcoming students to Element. Have them gather around the tarp or ground school area. 2.Give brief back ground on Element; 3. Explain the different roles at each element: Climber: This role is the person on the rope climb-ing Back-up-belayer: In this role a participant will as-sist a Bradford Woods staff member in belaying. Belay Team Spotter 4. Go over climbing commands 5. Demonstrate how to correctly put on a harness and helmet. 6. Frame the experience to give meaning and pur-pose to the activity that be drawn upon later during debrief.

Pamper Pole The Pamper Platform (Leap of Faith) is set on tele-phone poles with the topmost part of the platform reaching 30’ high. To get to the platform the partici-pant climbs up the telephone pole using the remove-able steps progressing to staples, while wearing a full-body harness. He or she stands at the top of the platform and leaps outward towards the dangling objects, or trapeze. It is recommended that a partici-pant be at least 13 years old to complete the Pam-per Platform or have appropriate maturity level to handle the event and be able to fit properly into Bradford Woods gear. Staff to participant ratio on the Pamper Platform will be 1:10. Maximum Participants per group: 30

High Challenge

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High Challenge Climbing Tower The climbing tower is a four sided, 37’structure with each side varying in its angle to the ground. There is a 60-degree, 80-degree, 90-degree and overhanging side of the Climbing Tower. The Climbing Tower simu-lates a natural rock-climbing experience. Each par-ticipant will have an opportunity to climb, spot, and belay. It is recommended that a participant be at least 10 years old to climb the climbing tower or fit adequately into appropriate gear. Staff to participant ratio on the Climbing Tower will be 1:8. Maximum Participants per group: 40 Zip-Line The Zip-Line utilizes the climbing tower structure and access is gained via the 60 degree climbing wall. Once at the Top of the tower the students will be transferred to a zip trolley and by their own power slide off the platform. Once at the end students will be taken down via a ladder. Maximum Participants per group: 30 High Woozy The High Woozy is a similar element to the Wild Woozy within our low challenge. However it spans the gap between two platforms 35 feet in the air. It also differs from the other High Elements as instead of climbing to the top, participants will be hauled up in a seat by the rest of the team. Once at the top the participant partnership will attempt to cross two di-verging wires by leaning or depending upon each other. They will then be lowered to the ground Maximum Participants per group: 25

Evaluation: √ Students have used and understand correct safety

equipment. √ Students have engaged in a physical activity which

requires hand-eye coordination. √ Students have demonstrate correct belay tech-

nique. √ Students have accomplished a new goal which

stretch them. √ Students have discussed their experience and ap-

plied it to more long term events. √ Students have spent time in the outdoors.

Keep in Mind: Peer pressure is prevalent within this age group. It is therefore important to manage negative or forceful be-havior while encouraging positive support between the group.

Notes:

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Background

Harness: Bradford Woods currently utilizes harnesses manufac-tured by Yates, Edelweiss and Robertson. All high ele-ments require a climbing participant to wear a harness. Fitting Seat Harnesses. (Alpine and Climbing Tower) √ Loosen all straps on the harness. √ Hold harness by colored belay loop. √ Place feet through waist belt (the largest loop) and

each leg through a leg loop. √ Slide waist belt up above the hip bones (iliac crests). √ Belay loop should be centered (in front of navel). √ Tighten waist belt by sliding webbing through the

buckle until snug (two fingers maximum between waist belt and hip bones).

√ Tighten leg loops by pulling on the tails of the leg loops until snug. Leg loops should sit high on the climber’s legs for free range of motion.

Fitting a full body harness: (Pamper and High Woozy) All sizes may vary due to height and weight structure.

Small= Yellow; Red=Medium; Blue=Large; Grey=X-Large

√ Loosen all straps on the harness √ Find the back attachment point (double loops). √ Set that attachment point directly on the ground. √ Spread out the shoulder straps and leg straps. √ Set waist-belt to side of harness. √ Step into the leg loops. √ Reach behind to pull shoulder straps up and onto

the shoulders (like putting on a backpack). √ Set large stitched hip webbing points on the hip-

bones (iliac crests). √ Pull leg loops tight (if excessive webbing tails it is

acceptable to tie overhand knots in them). √ Pull shoulder straps snug (if excessive webbing tails

it is acceptable to tie overhand knots in them). √ Once steps 9 and 10 are complete the back attach-

ment point must be centered between the shoulder blades (if the attachment point is up around the neck, the harness needs to be readjusted or a smaller harness fitted to the participant).

√ Bring the waist strap to the inside of the shoulder straps, around the waist, and above the hipbones (iliac crest) and feed through waist buckle and not twisted.

√ Tie an overhand knot in the tail of the waist webbing with a 3” tail remaining.

√ Clip the carabineer across chest making certain that the carabineer gate is facing down towards the ground (this carabineer holds the shoulder straps on the shoulder when the harness is weighted – make sure that the carabineer is snug across chest).

√ For proper fit, the back hook-in loop must fall be-tween the shoulder blades and the base of the neck.

Helmets: Bradford Woods currently utilizes helmets manufactured by Petzl and Edelrid. Climbers, spotters, staff and anyone else inside a “helmet zone” will wear a helmet. All hel-met policies are applied to both participants and facilita-tors. Fitting Helmets √ Center helmet on head with brim just above eye-

brows. √ Tighten strap behind head, making sure helmet is

secure. (The helmet should be snug enough that there is no excessive movement when shaking the head without the chin strap).

√ Tighten chinstrap until snug. Carabiners: Carabiners are not all the same. Some are built heavier and stronger to meet multipurpose demands. Others are lightweight, less strong and designed for special use. Modern carabiners are designed, tested and manu-factured to ensure adequate strength for their intended use, but any of them can break and/or open acciden-tally if used improperly. The top part of the carabiner is the strongest. The weakest part is the gate. BW uses locking carabiners to build support systems for high elements. Locking carabiners have a threaded sleeve on the gate that tightens over the gate to hold the gate closed. Carabiners should be tightened only finger tight: screw the gate closed and then loosen it one half turn. This prevents the gates from becoming jammed due to a hard fall. If a gate becomes jammed use the pliers in the equipment bag to loosen the gate. Always screw sleeve down over gate. Ropes: Bradford Woods uses kern mantle ropes. Climbing ropes utilize a kern mantle construction consisting of a core (kern) covered by a sheath (mantle). The core is the main load-bearing element and largely determines a rope's characteristics, such as static elongation, maxi-mum impact force, and strength. The sheath is braided tightly around the core and its primary purpose is to pro-tect the core against abrasion, but the relationship be-tween the core and sheath also helps determine a rope's handling characteristics. Knots, bends, rock edges, and falls all reduce rope strength. BW uses dynamic, static, and semi-static ropes. All climbing ropes are designed to stretch a certain per-

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centage when fallen on to absorb shock and dissi-pate the energy generated by a fall. The Alpine Tower, Climbing Tower and High Woozy use static ropes which are designed to stretch .3-5%. Dynamic ropes have 4-7% stretch. Because of their ability to absorb shock and dissipate energy, dynamic ropes are used with the Pamper Platforms. The Pamper

Platform is the only element we use dynamic rope with at Bradford Woods. Knots:

To safely attach the rope we use a knot called a fig-ure 8. At the Alpine Tower we tie in using a figure 8 follo through. After tying the figure 8 the ‘tail end’ is looped through the harness and traced back on itself. Everywhere else we use a figure 8 on a bight . The figure 8 is then backed up with a barrel knot. Two steel carabiners are then used to attach the knot to the seat harness.

Climbing Commands: Before leaving the ground the climber will have a conversation with their safety team to make sure they are ready. Commands may differ slightly from place to place but follow the same principle. They also differ at each element depending on what roles are involved. Pamper Pole:

Climber: “Spotters ready?” Spotter: “Ready!” Climber: “Belay Team ready?” Belay Team: “Ready!” Climber: “Climbing?” Spotter/Belay Teams: “Climb On [insert name]!”

High Woozy:

Climber: “Spotters ready?” Spotter: “Ready!” Climber: “Haul Team ready?” Haul Team: “Ready!” Climber: “Belay Team ready?” Belay Team: “Ready!” Climber: “Climbing?” Spotter/Belay Teams: “Climb On [insert name]!”

Alpine Tower:

Climber: “Belay team ready?” Belay Team: “Ready!” Climber: “Climbing” Belay Team: “Climb On”

Climbing Tower::

Climber: “Spotters ready?” Spotter: “Ready!” Climber: “Belay Team ready?” Belay Team: “Ready!”

Background

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Grade 6 Physical Education Standard 1 6.1.1 Demonstrate more advanced forms in loco-

motor, nonlocomotor, and manipulative skills.

6.1.2 Demonstrate basic competency in more spe-cialized movement skills related to specific physical activities.

Standard 2 6.2.1 Identify basic concepts that apply to the

movement and sport skills being practiced. Standard 3 6.3.2 Participate in activities, outside of school, that are health-enhancing and can be continued throughout a lifetime. Standard 5 6.5.1 Participate in cooperative activities in a leader- ship or followership role. 6.5.2 Acknowledge and apply rules to game situa- tions to ensure personal and group safety. 6.5.4 Illustrate an appreciation of the accomplish- ments of all group members in group or team physical activities. Standard 6 6.6.1 Engage in physical activities as an opportu-nity to socialize with friends and family. 6.6.2 Participate in challenging activities requiring the utilization of newly acquired skills. 6.6.3 Identify the social, emotional, and physical benefits of participation in physical activities. Grade 7 Physical Education Standard 1 7.1.1 Demonstrate a movement sequence in a

physical activity or game. 7.1.2 Demonstrate more complex combinations of

movement forms in various sport and rhyth-mic activities.

Standard 2 7.2.1 Learn and apply principles necessary for

skilled performance. Standard 3 7.3.2 Select and participate in a new sport or

physical activity Standard 4 7.4.2 Demonstrate the importance of all compo nents of physical fitness in achieving a de sired level of health-enhancing physical fit ness.

7.4.3 Describe and apply an understanding of the concepts of health-related physical fitness to an individual exercise program. Standard 5 7.5.1 Contribute to the development of and adher-

ence to rules that provide for safe participa-tion in physical activities.

7.5.2 Accept responsibilities of being a part of a team and strive to make contributions to-ward team success.

7.5.3 Follow the rules of games and activities to ensure a safe environment for participants.

7.5.5 Adapt games to allow the participation of individuals of varying abilities.

7.5.6 Participate in cooperative games that require a contribution from all team members.

Standard 6 7.6.2 Participate in challenge and adventure active ties that require the development strategies and teamwork. 7.6.3 Identify and practice a physical activity/ exercise or movement that is difficult to per form in order to increase skill/fitness level. Grade 8 Physical Education Standard 2 8.2.1 Explore basic physics principles (action-

reaction, trajectory, levers, linear velocity) that are utilized in specific sport activities.

Standard 3 8.3.3 Locate and participate in new activities avail able in the community. 8.3.4 Choose activities based upon skill level and

individual physical needs. Standard 5 8.5.1 Develop leadership and followership skills and personal choice in physical activity set tings. 8.5.2 Perform safely and follow class rules of con duct and game rules. 8.5.3 Recognize and correct unsafe situations re lated to participation in physical activities. 8.5.4 Demonstrate a positive attitude toward self and peers through physical activity. 8.5.5 Value others during physical activity. 8.5.6 Resolve conflicts and accept decisions or judgments in socially acceptable ways. Standard 6 8.6.2 Engage in challenging new physical activities. 8.6.3 Engage in independent and interactive physi- cal activity.

Standards

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Grade 9-12 Physical Education– High School Level 1 Standard 1 9.1.1 Demonstrate activity-specific skills in individ ual, dual, and team physical activities 9.1.3 Model or teach mature motor skills and mov ment patterns to another student. 9.1.4 Perform specific skills at an advanced per-

formance level. Standard 2 9.2.1 Apply previously learned strategies and tac-

tics in the performance of selected physical activities.

Standard 3 9.3.3 Participate in physical activities that contrib-

ute to the improvement of specific health-related physical fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition).

Standard 5 9.5.1 Demonstrate safe and appropriate use and

care of equipment and facilities. 9.5.2 Relate the benefits of physical activities to

social and emotional well-being. 9.5.5 Develop strategies for inclusion of all stu-

dents in physical activity. 9.5.6 Apply game rules accurately and fairly during

activity. Standard 6 9.6.1 Identify positive mental and emotional as-

pects of participation in a variety of physical activities.

9.6.2 Express feelings of satisfaction and enjoy-ment as a result of participating in regular physical activity.

9.6.3 Reflect on reasons for choosing to partici-pate in selected physical activities.

Physical Education– High School Level 2 Standard 1 10.1.1 Perform and analyze activity-specific skills in

individual, dual, and team physical activities 10.1.3 Model or teach mature motor skills and

movement patterns to other students. Standard 2 10.2.1 Apply previously learned strategies and tac tics to advanced physical activities. Standard 3 10.3.3 Describe and demonstrate physical activities

that contribute to the improvement of spe-cific fitness components (cardiorespiratory endurance, muscular strength, muscular en-durance, flexibility, and body composition).

10.3.4 Participate regularly in lifetime physical ac-tivities (minimum accumulated total of 60 minutes of moderate intensity activity most days of the week) that contribute to im-proved physical fitness and wellness.

Standard 4 10.4.2 Identify and evaluate personal physiological

responses to exercise. Standard 5 10.5.1 Demonstrate safe and appropriate use and

care of equipment and facilities. 10.5.3 Assess the potential physiological risks asso-

ciated with physical activity in various envi-ronments.

10.5.6 Apply game rules accurately and fairly during physical activity.

Standard 6 10.6.1 Promote positive mental and emotional as-

pects of participation in a variety of physical activities. 10.6.2 Appraise feelings of satisfaction and enjoy-

ment as a result of participating in regular physical activity. 10.6.3 Reflect on reasons for choosing to partici-

pate in lifetime physical activities.

Standards